Aprizan

Nazurty. Urip Sulistyo, Eddy Haryanto Jambi University Doctoral

DOI : https://doi.org/10.47191/ijsshr/v6-i10-29

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ABSTRACT

This study seeks to interpret the teacher's online planning, implementation, and assessment of thematic learning outcomes at Al-Akhyar Muara Bungo Integrated Islamic Elementary School. This study employs an interpretive phenomenological methodology for qualitative research. The interpretive phenomenological strategy seeks to comprehend the significance of the teacher's experience in planning, implementing, and assessing online thematic learning. There were five participants in the study: two fourth-grade teachers, two fifth-grade teachers, and one sixth-grade teacher. The procedure for identifying participants utilized a technique of purposive sampling. Instrument for data collection based on interviews and document analysis The findings of the study indicate that (1) teachers face obstacles when planning lessons because they must adapt the learning format to an online learning format. This difficulty is caused by insufficient accessibility, connectivity, and capabilities. Accessibility, connectivity, and skill constraints make it difficult for instructors to design adaptable learning activity formats for online learning. (2) Al-Akhyar Islamic Elementary School instructors implement online thematic learning by delivering instructional material via video and sending it to the Student Wa group. Sending videos via Wa has limitations. These restrictions include the limited video memory capacity, which restricts the video lengths that can be sent via Wa. (3) The teacher at Al-Akhyar Islamic Elementary School administers an online learning assessment by assigning homework through Wa and grading students based on the results of their homework. Due to limitations in planning, implementing, and evaluating learning, Al-Akhyar Muara Bungo Integrated Islamic Elementary School's online thematic learning does not present meaningful learning. The implementation of thematic learning has failed to motivate students to be more active, investigate, discover, and construct their own knowledge through exploration and reflection on the studied topics. The learning process must have the appropriate infrastructure and technology, schedule and activity arrangements, use of digital resources, and parental participation. Adequate access to learning will improve the efficiency of the implementation of online learning.

KEYWORDS:

Integrated Thematic Learning and Online Education. Phenomenology.

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Volume 06 Issue 10 October 2023